IGCSE Geography Section B: Economic Activity and Energy
Instructions:
• Please read each page carefully.• All tasks should be attempted. • If you find any task difficult you should speak
to your class teacher.• Use the checklist on the first page to track
your progress.• All Geography revision booklets must be
completed and shown to your class teacher before the final exam.
• Page numbers refer to Edexcel International GCSE Geography Student book.
PLC IGCSE GEOGRAPHY
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SECTION B: ECONOMIC ACTIVITY AND ENERGY
1. Economic sectors Define and illustrate primary, secondary, tertiary and quaternary sectors. Give example of different jobs types. Describe variations in sectoral balance between countries.
2. Sectoral change and informal employment
Describe how sectoral balance has changed over time (pre–ind/industrial/post–ind).
1. Case Study - sectoral shift in one HIC.
2. Case Study- sectoral shift in one LIC
Explain the causes of informal employment and its characteristics.
3. Changing locations: quaternary and tertiary
Describe and explain the growth of tertiary and quaternary sectors with reference to causal factors (prosperity, new technology, accessibility, transport, government policy).
3. Case study - of the factors affecting the development and location of one hi–tech industry.
4. Changing locations: manufacturing
Describe and explain global shifts in manufacturing.
Outline the factors affecting manufacturing location change (TNCs, raw materials, labour, new technology, government policy).
5. Changing locations: deindustrialisation
4. Case Study - a de–industrialised area to show the causes and consequences of change; and outline subsequent development in the area.
6. Energy demand rising
Define primary, secondary, renewable, non–renewable and sustainable energy.
Describe trends in global energy demand, and the pattern of global energy production and consumption.
Illustrate the energy gap.
7. Finite energy and energy efficiency
Explain the need for energy efficiency.
Outline the finite nature of some energy resources (coal, oil, gas, nuclear power). 8. Evaluating renewable and non–renewable energy
Outline the nature of renewable energy resources (wind, tidal, solar).
Evaluate the relative merits of using renewable and non–renewable energy sources.
1. Economic Sectors
The activities of the economy are split into 4 sectors
Task: Name and define each sector, giving examples.
The amount of money people are paid increases throughout the sectors. The average HIC farm worker earns $19,000 whereas the average biochemist might earn up to $88,450. This means there is a link: the amount of money a country makes (GDP/GNI) and the proportion of people working in each economic sector.
PP
2. Sectoral change and informal employmentOver time, the relative importance of the stages changes over time. The graph below shows this:
Task: Around the diagram, annotate the characteristics of the different changes over time (P93).
Task: Define the following terms in the boxes below:
Sector shift Development pathway
Disposable income
Industrialisation GDP LIC/MIC/HIC
CASE S
TUDY U
K:
DE
SC
RIB
E T
HE
SE
CT
OR
AL S
HIF
T O
VE
R T
IME
IN
HIC
(G
raph
: ad
d p
rim
ary,
seco
ndar
y,
tert
iary
)
In _
__
__
_ 6
0%
of
the w
orkf
orce
were
in
agri
cult
ure.
The _
__
__
__
__
__
__
__
sect
or w
as inc
reas
ing
due
to
the s
tart
of
the _
__
__
__
__
__
__
__
__
__
__
__
_ w
hen
prod
ucts
use
d in
farm
ing
e.g
. __
__
__
__
_ w
ere
needed.
This
chan
ged t
o th
e _
__
__
__
__
__
_ o
f pr
oduc
ts
need
ed f
or _
__
__
__
__
_ _
__
__
__
__
_ s
uch a
s _
__
__
_
__
__
__
_. P
eopl
e m
oved
aw
ay f
rom
the
__
__
__
__
ar
eas
to
__
__
_ a
reas
suc
h a
s _
__
__
__
__
_
__
__
__
__
__
.
By
__
__
__
__
less
than
__
_%
wor
ked in
agri
cult
ure.
Due
to
__
__
__
__
__
__
_.T
he _
__
_ _
__
__
__
__
__
__
era
was
in
full b
oom
. The _
__
__
__
__
__
sect
or d
ecl
ined
as r
aw _
__
__
_ d
ecl
ined a
nd m
ateri
als
beca
me t
oo
expe
nsiv
e t
o extr
act
and t
here
was
com
peti
tion
in _
__
due
to
cheap
er
cost
s e.
g. low
er
__
__
_ a
nd less
str
ict
cont
rols
.
__
__
__
_ _
__
__
__
__
whic
h a
re n
ot t
ied t
o a
sour
ce o
f _
__
_ m
ateri
al a
re inc
reas
ing.
They
are f
ound
on
the
__
__
__
__
__
_ o
f to
wns
wher
e la
nd is
__
__
__
__
__
and
th
ere
is
mor
e _
__
__
__
__
e.g
. __
__
__
__
__
_ S
cienc
e
Park
in
__
__
__
__
__
__
__
_.
Seco
ndar
y m
anuf
actu
ring
indus
tria
l re
volu
tion
17
50
plou
ghs
m
ech
anis
atio
nru
ral
urban
h
eav
y in
dus
try
sh
ip
bui
ldin
g C
ardif
f doc
ks
Post
ind
ustr
ial o
utsk
irts
19
70
3 L
ICs
sp
ace s
eco
ndar
y
mech
anis
atio
nch
eap
er
w
ages
raw
m
ateri
al fo
otlo
ose
indus
try
N
ewpo
rt I
mpe
rial
Year Primary % Secondary % Tertiary %
1973 44 17 39
2006 22 23 55
CASE STUDY - INDIA: DESCRIBE THE SECTORAL SHIFT OVER TIME IN A LIC
The majority of people in 1973 were employed in ___________with __% due to _____________ farmers. However the % has fallen by __by 2006. Both the secondary and tertiary have _____________ in size. This is due to _____________ moving from HICs as they are _________. The tertiary sector increased the most by ___% due to outsourcing of work such as call centres.
16 primary subsistence 44 cheaper 22 manufacturing increased
Task: Using the data above and the word bank below – fill in the gaps.
The Informal Sector
Task: In the box below, define the term ‘informal sector’: (P97)
Why does the informal employment All of these are examples of
sector exist? informal jobs:
Task: In the box below, list some of the issues (problems) associated with informal employment. Categorise them as social and economic (or both) (P99):
People seek alternative employment = informal sector
As a result, people are employed for long hours at low wages along with high
unemployment
More people move to the urban areas than there are jobs = underemployment
High rate of rural to urban migration Selling matches / shoe laces
Shoe shining
Rubbish collecting / scavenging
bottlesWaste
recycling
Drug dealing /
prostitution
Social Economic Socio-economic (both)
Social Economic Socio-economic (both)
Task: In the box below, list some of the benefits associated with informal employment. Categorise them as social and economic (or both) (P99):
3. Changing locations: quaternary and tertiary
Moving along the development pathway means that countries are able to:
• Afford better social services (schools, medical centres, hospitals, libraries).
• People earn more money meaning they can afford the basics (food, clothing).
• People have money left after the basics – disposable income – to spend on holidays and consumer goods.
• Technologies mean that people have different entertainment needs.
Countries such as the UK and Germany with ageing populations have a strong demand for tertiary and quaternary activities. The spending power of over 65s contributes strongly to the economy.
A feature of HIC cities is ‘decentralisation’. This means that economic activities are increasingly found on the rural/urban fringe.
Task: In the box below, describe the activities that might be found on the rural urban fringe (P101). In addition, remember that not all tertiary activities are found in urban areas (e.g. tourism)
Case
Stu
dy: The M
4 C
orridor
–Loc
ation
of
High T
ech
Ind
ustr
yT
ask:
On
this
sid
e, desc
ribe
the f
eat
ures
of
the M
4 c
orri
dor
–bri
ef
his
tory
, ty
pes
of
indus
trie
s, n
ames
of c
ompa
nies.
(P1
04
)
On
this
sid
e, expl
ain
the f
acto
rs t
hat
hav
e lead
to
the
conc
ent
rati
on o
f hig
h t
ech
ind
ustr
ies
in t
he a
rea
(P10
5).
4.Changing locations: manufacturing
Task: In the boxes below, define these key terms:
The majority of the world’s manufacturing is concentrated in a small number of countries – 50% of the world’s manufacturing occurs in three: the USA, China and Japan.
The Global Shift has meant that manufacturing has shifted from HICs to LICs –this is for a variety of reasons - not just cheapness!
Task: In the diagram below, annotate the reasons for the global shift (P104)
Global Shift Manufacturing TNC
Reasons for the global shift in
manufacturing
TNCs (Transnational Corporations)
Energy
Governments
New branches of
manufacturing
Communication
Transport
TNCs are great because they bring in
foreign currency and prestige to a local
area, however…
They can pull out at any time leave a
large void of jobs.
Decisions which are made about the
area are taking place in Japan.
To begin with the highest paid jobs
went to Japanese managers.
Areas can become over reliant on the
employment – for example when the
recession hit not as many cars were
being bought and therefore not as
many produced, hours at the factory
were cut and the whole local economy
suffered.
Some people have been unhappy about the
factory coming to Derby and there have
been some negative impacts.
The land used was greenfield land and took
away local farm land.
The factory itself is very large and many
consider it an eyesore.
The A50 road was widened and a new
roundabout built to ensure reliable transport
to the factory, this has created loss of land
and large amounts of air and noise pollution.
Some local buildings were lost such as the
pub.
The factory has bought many positive impacts to the city of Derby.
The creation of jobs at the factory has meant that these workers are spending money in the
local economy allowing local shops and services to remain open.
The company is keen to ensure it has a positive image within the local area and so sponsors local
events and teams such as Derby County.
Many other companies who supply Toyota have also set up factories in the area, again providing
jobs.
Apprentices and training programmes are available with Toyota increasing local education
levels.
Why did Toyota choose Derby?
Large area of land available at Burnaston site.
In the EU so tax free exports of finished goods to
Europe.
Easy access to Birmingham where many car part
industries are located.
Easy access to A50 which joins the site to the
other Toyota factories in North Wales.
Local workforce available with experience in
engineering and engine manufacture through Rolls
Royce and Bombardier.
Government gave subsidies for the project.
Derby City Council bought a stake in the company.
Industrial location change: TNC - Toyota in Derby
Task: Use the information on the previous page to complete the following sections.
Describe the
location of the
Toyota factory.
Explain why this
was a good site.
Explain the positive
impacts the factory
has had.
Explain the negative
impacts the factory
has had.
What are the issues
of having a TNC in
your area?
Task: Using the mark scheme, get your teacher or parent to check your answer and give you a score out of 6.
WWW:
Reason 1
Reason 2
EBI:
Reason 1
Sign:
5. Changing locations: Deindustrialisation
Reasons for decline Map
Impact of the decline Social-economic
Impact of the declinePolitical and environmental
How it was redevelopedSocial
Economic
Environmental
Success? With reasons…
Yes
No
CASE STUDY: Causes, consequences and subsequent development of an area (E.g Bradford/ Detroit)
Task: Use your case study notes or text book to complete the following sheet. *Must include data / evidence.
Task: Read the following mark scheme and give the exam answer on the next page a mark out of 9. Use a highlighter to identify the
causes, consequence and subsequent developments.
Task: Score /9 Give two reasons why you have awarded this score.1:2:
Task: Now read the examiners report below
Task: In your own words describe how you can achieve 9 marks in this question.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task: On the next page complete your own version of the exam answer containing your own case study.
Task: Using all the resources, give your answer a mark out of 9.
Final score /9
6.Energy demand rising
Task: In the boxes below, define the following energy key terms (P106):
Energy demand is just that – how much energy is required by the global population. Energy demand is constantly rising. In the box below, list some of the reasons why energy demand and consumption are rising (P106/7):
On the map below, annotate the areas where energy is produced, and what types are produced there (P107 + own research).
Primary Energy Secondary Energy Renewable Energy
Non-Renewable Sustainable energy Energy consumption
Middle East – Oil production
Task: Use the above graph and describe the changes in energy demand over time. *Data and rate of change over time must be included. (3 marks)
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Task: Use the chart below to describe the pattern of global energy production. (3 marks)
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task: Describe the pattern of global energy consumption. * Data / named examples must be included in your answer. (3 marks)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task: Use the maps and your answers on the last two pages to compare and contrast the supply and demand of global energy.
Similarities Differences
6.Energy demand rising
Task: In the box below, define the term Energy Gap (P108):
Many European countries have energy gaps. This is because energy is widely traded among the different countries. The import and export of energy (including electricity and gas) can provide a big income for the countries exporting energy. For example, Germany imports a lot of its electricity from France.
Task: Annotate the diagram below to explain why Germany has an energy gap. Translate the energy types if you need to:
Energy Gap
Task: Using the mark scheme, get your teacher or parent to check your answer and give you a score out of 6.
WWW: Reason 1Reason 2
EBI:Reason 1
Sign:
7. Finite energy and energy efficiency
Task: On the diagram below, describe and explain the different methods of increasing energy efficiency. Categorise your ideas as either local, national or global:
Case Study: The Energy Situation in the UKTask: Fill out the table below looking at how energy supply, demand andconsumption has changed over time in the future, and what predictions havebeen made (P109/10)
Methods to improve
energy efficiency
Past Energy Policies: Present Energy Policies: Future Energy Policies:
8. Evaluating renewable and non–renewable energyIn the box below, summarise two sources of non-renewable energy. Include status, description, main producers, uses and advantages/disadvantages (P110):
In the box below, summarise two sources of renewable energy (P112):
For both renewable and non-renewable, you need to weigh up the advantages and disadvantages of their uses. On the seesaws below, list the advantages and disadvantages of both renewable and non renewable (P110-112):
Advantages Disadvantages
Renewable Non-renewable Renewable Non-renewable
Task: Use the fieldwork results on the previous page to support your answer.
Examiner’s report: On the whole, however, item (c)(ii) was
answered well with many candidates accessing Level 2 marks and
typically offering a statement by statement approach.. Those
reaching the top level used Figure 4b data, including the undecided
responses and made reference to the broad pattern of change with
generic conclusions and commentary. Greater use of fieldwork
findings would have further enhanced the quality of answers.
Task: Using the mark scheme, get your teacher or parent to check your answer and give you a score out of 6.
WWW:
EBI:
Sign: